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Syllabus

608: Literature for Children and Youth

Arcadia University
Graduate School of Education

Jill Caine, MS Ed.

Office:
E-mail: cainej@arcadia.edu
Work Phone: 610-853-5900 ext. 3113
Cell Phone: 610-212-8251

Welcome!

Welcome to your Arcadia University course, ED608 –Literature for Children and Youth.
This course is designed for elementary and middle school teachers and librarians, this
course discusses literary, pedagogical and theoretical issues related to children’s
literature. Topics will include criteria for assessing literature and illustrations, teaching
strategies, elements of style, analyzing genre, and ways to incorporate children’s
literature across the curriculum.

Course Objectives

By the end of the course, the pre-service/in-service teacher will:

• gain a working knowledge of a wide variety of children’s books, illustrators, and


authors

• understand current research, trends and controversies in the field of children’s


literature

• become knowledgeable in relevant literary theory and criticism and utilize this
information in book selection and teaching

• be able to incorporate children’s literature across the curriculum

• understand the criteria for excellence in children’s literature and use this
knowledge in book selection
• design child-centered lessons to further reading enjoyment, expand background
knowledge and understand genre and elements of style

Required Texts

Lowry, Lois The Giver, Houghton Mifflin, Boston, 1993

Kiefer, B.J. & Tyson, C.A. Charolotte Huck’s children’s literature: A brief guide. McGraw
Hill, Boston, 2010

Award winning self-selected children’s literature

Handouts for discussion

Prerequisites

None

Minimum Technical Skills Expected

1. The ability to use a modern web browser, Firefox preferred, to navigate websites.

2. The ability to use your Arcadia e-mail address to send and receive e-mails.

3. The ability to learn My Arcadia features found in the Tutorials section of the
course, as needed.

4. The ability to use word processing software to read, author, edit and save
documents.

5. The ability to use a search engine, like Google, to find information on the web.

Evaluation

A 93-100
A- 90-92
B+ 87-89
B 83-86
B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 67-69
D 63-66
F Work is incomplete

Requirements for written work:

• All written work must be typed on a computer with a 12 pt. font and double
spaced.

• Carefully proofread. Spell check does not always catch spelling errors.

• If you wish to individualize an assignment, please come and discuss your ideas.

• All assignments will be discussed in depth in class.

• All work must be turned in on time. Late papers will have points deducted.

Assignment Scoring Guide

Assignment Weeks Points Each Extended Points

Book Talks 1-14 20 280

Online Discussion 3, 5, 7, 9, 11, 13, 14 20 140


Board

Weekly Assignment 1, 3, 5, 7, 9, 11, 13, 20 160


14

Total 580

Introduction

This course is being presented in a blended fashion. It is important that you login on a
regular basis (daily if possible) and work on a consistent basis to complete your
requirements. Since we are meeting face to face every other time, it will be imperative
that you participate in the discussion board. Your first response to the discussion
question is due each Wednesday and 2 more responses/reflections are due on Sunday
Also, the Cyber Cafe is available for you to develop community outside of the course
content.

You will need to be self-motivated and try to stay as organized as possible; developing
a schedule would be a good idea. I also suggest that you login in the beginning of the
week and copy all assignments to a Word document. This will allow you to construct a
quality answer, spell check, grammar check, and copy and paste it into the forum.

Requirements for Book Talk

You are expected to develop a one to two page analysis of a book you will have read in
the genre assigned in the current week.

Requirements for Discussion Board Sessions

1. When quoting the work of another scholar, it is important that you cite the work
correctly. Citeulike will help you format your citations. However, the following are
examples of what is expected when referring to the work of another scholar.

Example within the context of the posting:


"Constructivism is an epistemology, a theory of knowledge used to explain how
we know what we know" (Lorsbach, 1997).

Example at the end of the posting:


Lorsbach, A. (1997). Constructivism as a Referent for Science Teaching.
Retrieved January 5, 2006, from
http://www.exploratorium.edu/IFI/resources/research/constructivism.html

2. You are required to respond to a minimum of two other student postings for
forums that require interaction with your peers. I will be looking at the way you
analyze the postings and extend the conversation. Please use this opportunity to
share your own experiences, but remember to support your assertions with
current research findings. At this level we can all learn a great deal by sharing
our experiences.

"Studies report that peer learning promotes greater conceptual and procedural
gains for students, accommodates a broad range of learning styles, results in
greater enjoyment of the learning task, and encourages a stronger persistence in
learning" (Johnson & Johnson, 1999).”
3. Your postings will be evaluated based upon the substantive nature and how it
efficiently addresses the question at hand. Simple responses such as "I agree"
are of no value and will not be counted as an acceptable posting. Try to use what
I call the "no scroll" rule. If you have to scroll a great deal to read the posting, it
becomes an arduous task. Please try to be succinct and to the point. Strive to
respond at the synthesis or evaluation levels.

Discussion Etiquette

In this course, I welcome the creation of a dialogue that is open, thoughtful, and
founded on the basis of research in the field. At times, some of you will not agree on the
positions that are taken in the forum. This diversity is welcomed. However, each student
must exercise respect for the thoughts and comments that are posted by their peers. If
any posted comments are inappropriate or of an offensive nature, they will be removed
from the forum and I will address the issue with the author of the content. Please follow
the following guidelines:

• Never post, transmit, promote, or distribute content that is known to be illegal.

• Never post harassing, threatening, or embarrassing comments.

• If you disagree with someone, respond to the subject, not the person.

• Never post content that is harmful, abusive, racially, ethnically, or religiously


offensive, vulgar or otherwise potentially offensive.

Unit Schedule

UNIT 1- ONLINE

Objectives

• To assess the student’s current knowledge of children’s literature.

Readings

• Read Chapter 1 in Kiefer’s book

• Look up your favorite children’s author online. Be prepared to discuss where he


or she gets their inspiration or ideas to write for children.

Assignments
1. On the discussion board give your background in children’s literature. What
literature have you used in instruction? What knowledge about children’s
literature would help you in your teaching position?

2. Bring a favorite picture book to class. We will use the criteria discussed in
Chapter 1 to evaluate it in a variety of ways.

UNIT 2

Objectives

• To develop an understanding of what children’s literature is.

• To be able to determine what makes a good children’s book.

Unit 2 Readings

Readings

• Look up your favorite children’s author’s website. Where does he/she get the
inspiration or ideas or diligence to write for children?

Assignments

Write a 2-3 page paper about the author of your choice explaining where s/he gets their
inspiration for writing children’s books.

UNIT 3 - ONLINE

Objectives

• To learn the origins of Children’s literature. Who were the most significant
authors to develop literature through the ages specifically for children?

• What makes a good book?

Readings
• Go online to find out how the following influenced the development of children’s
literature: Who is Mrs. Sarah Trimmer, Miss Maria Edgeworth, Mr.Willem Van
Loon, John Newbery

• Read a series book. Choose a series that would be appropriate for the grade/age
level you are currently teaching.

Assignments

• Post your findings. How did they influence the development of children’s
literature?

• Book talk: Write a one to two page paper explaining why this series book is
appealing and engaging to students. List the bibliographic information and target
audience. Be prepared to discuss in class.

• Application to the assignment: Interview students in your class who are reading a
book series. What series is it? How did they choose this series? How many have
they read from the series? Why do they continue or not continue to read this
series? Be prepared to discuss in class.

UNIT 4

Objectives

• To become familiar with series books.

• To learn about how oral tradition influenced children’s literature.

Readings

• Read and bring in several versions of Cinderella, Red Riding Hood or Snow
White.

Assignments

• Compare and contrast the versions. What cultures do they represent? Prepare a
Venn diagram or another graphic organizer to compare and contrast the
versions.

• Do a read aloud in class with your students. Are they able to compare/contrast
the different versions? Which version do they prefer? Why?
UNIT 5 - ONLINE

Objectives

• To become familiar with the following genres: myth, legend, tall tales, fables,
folktales.

Readings

• I will divide the class into groups assigning an oral tradition sub-genre to each.
Read two titles of that genre.

Assignments

• Post your two oral tradition titles to the discussion board. Define the subgenre,
give characteristics and examples and cite your source.

• In your classroom, using differentiation, assign student pairs titles in each of


these genres to read. Let each pair give a brief summary to the class explaining
why this selection would belong in the genre. Example: Why is Paul Bunyan
considered a tall tale?

UNIT 6

Objectives

• To be able to select appropriate picture books for a read aloud or to support a


mini-lesson.

Readings

• Read chapter 3 in Kiefer book.

• Select and read two picture books: one with text you like and one with text you
do not like.

• Select and read two picture books: one with illustrations you like and one with
illustrations you do not like.

Assignments

• Write a brief synopsis of each book and tell why you like or dislike the text.

• Write a brief synopsis of each book and tell why you like or dislike the
illustrations.
• Midterm assignment: Choose a reading strategy to teach a mini-lesson. Use a
picture book to illustrate the use of the strategy. Using the format from your
school district, prepare a lesson plan that illustrates the use of a picture book in
your lesson. Be prepared to distribute your lesson plan and share in class.

UNIT 7 - ONLINE

Objectives

• To learn about the genre of historical fiction and become familiar with its use in
the classroom to enhance student’s background knowledge.

Readings

• Read chapter 8 in Kiefer.

• Read an historical fiction book appropriate for your grade level.

Assignments

• Write a brief synopsis of this book, bibliographic information and why this piece of
history is important to consider.

UNIT 8

Objectives

• Genre of poetry

• Design child-centered lessons to further reading enjoyment, expand background


knowledge and understand genre and elements of style

Readings

• Read chapter 6, Poetry, in Kiefer book.

• Read and bring in one anthology of poetry for children, published in the last five
years, which is NOT by Silverstein or Prelutsky.

Assignments
• Select one to read aloud to the class to discuss.

UNIT 9 : ONLINE: Realistic fiction

Objectives

• design child-centered lessons to further reading enjoyment, expand background


knowledge and understand genre and elements of style

Readings

• Read chapter 7 in Kiefer book.

Assignments

• Read a realistic fiction award winning novel. Write a Book Talk and include
bibliographic information, a synopsis of the plot and what issues the novel
focuses on. Is this issue important for our students to think about?

UNIT 10 : Science fiction/Fantasy

Objectives

• design child-centered lessons to further reading enjoyment, expand background


knowledge and understand the genre of science fiction and fantasy and elements
of style

Readings

• Read The Giver.

• Read Chapter 5 in Kiefer.

Assignments

• Bring book to class.

UNIT 11 - ONLINE

Objectives

Readings

Assignments

UNIT 12 : The World of Modern Fantasy and Fairy Tales

Objectives

Readings

• Read Chapter 5 in Kiefer book.

Assignments

• Bring in a modern fairy tale version of Cinderella, Red Riding Hood, or Snow
White and write up a 2-3 page paper describing the magic! The unusual! The
surprising!

UNIT 13 - ONLINE

Objectives

• To understand current research, trends and controversies in the field of


children’s literature.

Readings

Assignments


UNIT 14 - ONLINE

Objectives

Readings

Assignments

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